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By completing this sequence of lessons pupils will learn:

How life changed for Gypsy and Traveller people in Britain in the 150 years up to the First World War

An outline history of Gypsies and Travellers in Britain before 1750

Some of the social and economic changes that occurred in Britain 1750-1914

Hinterland knowledge that will help develop their sense of period and place for further study of the years 1750-1914

To evaluate the ‘extent’ of change and to learn that changes are not experienced in the same way

To collect notes from a variety of sources and interpretations, to organise them and to frame them as an answer to a historical question.

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The CPATHS Principles for History Teaching helped guide the creation of this unit.

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2025 - Curriculum PATHS Principles - Approved

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Mary Squires Sequence

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A summary of the CPATHS Principles for History Teaching

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A summary of the CPATHS Principles for History Teaching

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Full details on each Principle can be found at the end of this section

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How does the content link with one or more of the Principles?

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How does the content link with one or more of the Principles?

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Children should hear as many voices from the past as possible, but all too often the curriculum is full of stale, male, pale men. This unit encourage children to challenge silences in the past by centring the marginalised voices of the Gypsy, Roma and Traveller community.

(Please note, there is no one word that can cover the multitude of peoples who have been called, or might call themselves Roma, Gypsy or Traveller.)

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How do the pedagogical choices link with one or more of the Principles?

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How do the pedagogical choices link with one or more of the Principles?

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The pedagogical choices we made when designing these lessons took into account a range of learning styles. There are activities here that can be done individually, in pairs, groups or across the whole class. There are a range of resources; maps, photographs, paintings, video, all things we think children will enjoy learning with.

Tasks are open-ended to allow for a multitude of abilities and for everyone to be successful.

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How do the outcomes / pupil responses link with one or more of the Principles?

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How do the outcomes / pupil responses link with one or more of the Principles?

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The outcome will certainly help train and prepare children to think critically and historically. Because of the topic nature it will allow children to confront possible family prejudices against this marginalised group.

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Becky Taylor 'Another Darkness, Another Dawn: A History of Gypsies, Roma and Travellers'

David Cressey 'Gypsies'

J E Treherne 'The Canning Enigma'

York Travellers Trust: https://www.ytt.org.uk/

Advisory Council for the Education of Romany and other Travellers: https://acert.org.uk/

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York Travellers Trust (YTT) are committed to enhancing the vibrant and resourceful Gypsy & Traveller Communities of York and surrounding areas